Inquiry with impact

Publications

The following list includes selected examples of publications from New Gen Learning

  • *Basch, S., Covarrubias, R., & Wang, S. (2021). Expanding access: Minoritized students’ lived experiences with pandemic-era remote learning. Collaborative Research Brief. Article
  • Casanova, S., *Mesinas, M. & Martinez-Ortega, S. (2021). Cultural knowledge as opportunities for empowerment: Learning and development for Mexican Indigenous youth. Diaspora, Indigenous, and Minority Education, DOI: 10.1080/15595692.2021.1910940. Article
  • *Huitzilopochtli, S., *Foxworthy Gonzalez, J., Moschkovich, J. N., *McHugh, S. R., & Callanan, M. A. (2021). Noticing multilingual and non-dominant students’ strengths for learning mathematics and science.  In A. Essien & A. Msimanga’s (Eds.) Multilingual education yearbook 2021: Policy and practice in STEM multilingual contexts. Springer. Manuscript in press.
  • *Palea, D., & Lee, D. T. (2021). Exploratory reading groups: A scalable approach to creative, relational, and student-driven exploration in CS education. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (SIGCSE ’21), March 13-20, 2021, Virtual Event, USA. ACM, New York, NY, USA, 7 pages.
  • *Shirefley, T., Castañeda, C., Rodriguez-Gutiérrez, J., Callanan, M., & Jipson, J. (2020). Science conversations during family book reading with girls and boys in two cultural communities. Journal of Cognition and Development, 21, 551-572. doi.org/10.1080/15248372.2020.1797750
  • Wang, S., *Lang, N., Bunch, G. C., *Basch, S., *McHugh, S. R., *Huitzilopochtli, S., & Callanan, M. (2021). Dismantling persistent deficit narratives about the language and literacy of culturally and linguistically minoritized children and youth: Counter-possibilities. Frontiers in Education, 6, 1-19. doi: 10.3389/feduc.2021.641796

*denotes NGL graduate and postgraduate fellows

Affiliated Faculty Publications

  • Azmitia, M. (2021).  Latinx adolescents’ assets, risks, and developmental pathways:  A decade in review and looking ahead.  Journal of Research in Adolescence. Manuscript in press.
  • Bunch, G. C., & Martin, D. (2021). From “academic language’ to the “language of ideas”: A disciplinary perspective on using language in K-12 settings. Language and Education. Manuscript in press.
  • Lewis, C. (2020).  Emotion, critical literacy, and the transformation of signs: The fundamentals of language arts.  Language Arts, 97(4), 274-278.
  • Lewis, C., Crampton, A., & Scharber, C. (2021). The Sociocultural Role of Imagination in Critical Digital Literacy. Pedagogies: An International Journal. Manuscript in press.
  • Moschkovich, J. N. (2020). Learners’ language in mathematics classrooms: What we know and what we need to know. In N. Planas, C. Morgan, & M. Schütte (Eds.). Classroom Research on Mathematics and Language: Seeing Learners and Teachers Differently. Abingdon, UK: Routledge.
  • Moschkovich, J.N. (2019). Recommendations for Equitable Mathematics Teaching Practices for English Language Learners, Equity Alliance Blog, Mary Lou Fulton Teachers College, ASU. Web post
  • Thomas, V., Balzer-Carr, B., Azmitia, M., & Whittaker, S. (2020). Alone and online:  Understanding the relationships between social media, solitude, and psychological adjustment.  Psychology of Popular Media. 
  • Solis, G., & Callanan, M. (2021). Collaborative inquiry or teacher talk? Parent guidance during a science-related activity in Mexican-heritage families from two schooling groups. Journal of Cognition and Development, 22, 448-466. doi: 10.1080/15248372.2021.191710
  • Zhang, Y., Wang, S., & Duh, S. (2021). Directive guidance as a cultural practice for learning in Chinese-heritage babies. Human Development. doi: 10.1159/000517081